THE PLANETARIUM AS A METHODOLOGICAL RESOURCE TO FACILITATE THE TEACHING OF PHYSICS THROUGH THE RUPTURE BETWEEN SCIENTIFIC KNOWLEDGE AND COMMON KNOWLEDGE

Detalhes bibliográficos
Autor(a) principal: Damasceno Júnior, José Ademir
Data de Publicação: 2018
Outros Autores: Cavalcante Romeu, Mairton
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Prática Docente
Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/612
Resumo: In Brazil the teaching of astronomy still presents many limitations. Many researches point to the initial mis-training of teachers and alternative conceptions easily verified in students as being one of the main difficulties encountered. These alternative conceptions present themselves as epistemological obstacles. Therefore, the question was raised: how can the Planetarium contribute to overcome epistemological obstacles in the teaching of Physics? This work, based on a bibliographical review, based on official national documents and results of previous researches described in magazines, articles, dissertations and theses, aimed to investigate about the Planetarium as a methodological resource to facilitate the teaching of Physics through between scientific knowledge and common knowledge. As a result, it is believed that the planetary allows a new look of the individual, to question his first observations, often naive, to improve the understanding of the spatial composition of the stars and how they relate through phenomena. The conclusions of this study reveal that the Planetarium can promote the overcoming of epistemological obstacles and, thus, facilitate the teaching of Physics, as long as the teacher realizes a theoretical and methodological approach to its use.
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spelling THE PLANETARIUM AS A METHODOLOGICAL RESOURCE TO FACILITATE THE TEACHING OF PHYSICS THROUGH THE RUPTURE BETWEEN SCIENTIFIC KNOWLEDGE AND COMMON KNOWLEDGEO PLANETÁRIO COMO RECURSO METODOLÓGICO PARA FACILITAR O ENSINO DE FÍSICA POR MEIO DA RUPTURA ENTRE O CONHECIMENTO CIENTÍFICO E O CONHECIMENTO COMUMEnsino De FísicaPlanetárioRecurso MetodológicoConhecimento CientíficoConhecimento ComumPhysics TeachingPlanetaryMethodological ResourceScientific KnowledgeCommon KnowledgeIn Brazil the teaching of astronomy still presents many limitations. Many researches point to the initial mis-training of teachers and alternative conceptions easily verified in students as being one of the main difficulties encountered. These alternative conceptions present themselves as epistemological obstacles. Therefore, the question was raised: how can the Planetarium contribute to overcome epistemological obstacles in the teaching of Physics? This work, based on a bibliographical review, based on official national documents and results of previous researches described in magazines, articles, dissertations and theses, aimed to investigate about the Planetarium as a methodological resource to facilitate the teaching of Physics through between scientific knowledge and common knowledge. As a result, it is believed that the planetary allows a new look of the individual, to question his first observations, often naive, to improve the understanding of the spatial composition of the stars and how they relate through phenomena. The conclusions of this study reveal that the Planetarium can promote the overcoming of epistemological obstacles and, thus, facilitate the teaching of Physics, as long as the teacher realizes a theoretical and methodological approach to its use.No Brasil o ensino de Astronomia ainda apresenta muitas limitações. Muitas pesquisas apontam a má formação inicial dos professores e concepções alternativas verificadas facilmente em alunos como sendo umas das principais dificuldades encontradas. Essas concepções alternativas apresentam-se como obstáculos epistemológicos. Portanto, levantou-se o questionamento: como o Planetário poderá contribuir para que sejam superados obstáculos epistemológicos no ensino de Física? Este trabalho, por meio de uma revisão bibliográfica, tomando por base documentos oficiais nacionais e resultados de pesquisas anteriores descritos em revistas, artigos, dissertações e teses, teve como objetivo investigar acerca do Planetário como recurso metodológico para facilitar o ensino de Física, através da ruptura entre o conhecimento científico e o conhecimento comum. Como resultado, acredita-se que o Planetário possibilita um novo olhar do indivíduo, dele questionar suas primeiras observações, muitas vezes ingênuas, melhorar a compreensão da composição espacial dos astros e de como se relacionam através dos fenômenos. As conclusões deste estudo revelam que o Planetário poderá promover a superação de obstáculos epistemológicos e, assim, facilitar o ensino de Física, desde que o professor realize uma abordagem teórica e metodológica para a sua utilização.Revista Prática Docente2018-06-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionNatural SciencesCiencias NaturalesCiências Naturaisapplication/pdfhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/61210.23926/RPD.2526-2149.2018.v3.n1.p231-248.id206Revista Prática Docente (Journal Practice Teacher); Vol. 3 No. 1 (2018): Janeiro a Junho de 2018; 231-248Revista Prática Docente (Revista Práctica Docente); Vol. 3 Núm. 1 (2018): Janeiro a Junho de 2018; 231-248Revista Prática Docente; v. 3 n. 1 (2018): Janeiro a Junho de 2018; 231-2482526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/612/600Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessDamasceno Júnior, José AdemirCavalcante Romeu, Mairton2023-06-09T00:56:38Zoai:ojs2.periodicos.cfs.ifmt.edu.br:article/612Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2023-06-09T00:56:38Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false
dc.title.none.fl_str_mv THE PLANETARIUM AS A METHODOLOGICAL RESOURCE TO FACILITATE THE TEACHING OF PHYSICS THROUGH THE RUPTURE BETWEEN SCIENTIFIC KNOWLEDGE AND COMMON KNOWLEDGE
O PLANETÁRIO COMO RECURSO METODOLÓGICO PARA FACILITAR O ENSINO DE FÍSICA POR MEIO DA RUPTURA ENTRE O CONHECIMENTO CIENTÍFICO E O CONHECIMENTO COMUM
title THE PLANETARIUM AS A METHODOLOGICAL RESOURCE TO FACILITATE THE TEACHING OF PHYSICS THROUGH THE RUPTURE BETWEEN SCIENTIFIC KNOWLEDGE AND COMMON KNOWLEDGE
spellingShingle THE PLANETARIUM AS A METHODOLOGICAL RESOURCE TO FACILITATE THE TEACHING OF PHYSICS THROUGH THE RUPTURE BETWEEN SCIENTIFIC KNOWLEDGE AND COMMON KNOWLEDGE
Damasceno Júnior, José Ademir
Ensino De Física
Planetário
Recurso Metodológico
Conhecimento Científico
Conhecimento Comum
Physics Teaching
Planetary
Methodological Resource
Scientific Knowledge
Common Knowledge
title_short THE PLANETARIUM AS A METHODOLOGICAL RESOURCE TO FACILITATE THE TEACHING OF PHYSICS THROUGH THE RUPTURE BETWEEN SCIENTIFIC KNOWLEDGE AND COMMON KNOWLEDGE
title_full THE PLANETARIUM AS A METHODOLOGICAL RESOURCE TO FACILITATE THE TEACHING OF PHYSICS THROUGH THE RUPTURE BETWEEN SCIENTIFIC KNOWLEDGE AND COMMON KNOWLEDGE
title_fullStr THE PLANETARIUM AS A METHODOLOGICAL RESOURCE TO FACILITATE THE TEACHING OF PHYSICS THROUGH THE RUPTURE BETWEEN SCIENTIFIC KNOWLEDGE AND COMMON KNOWLEDGE
title_full_unstemmed THE PLANETARIUM AS A METHODOLOGICAL RESOURCE TO FACILITATE THE TEACHING OF PHYSICS THROUGH THE RUPTURE BETWEEN SCIENTIFIC KNOWLEDGE AND COMMON KNOWLEDGE
title_sort THE PLANETARIUM AS A METHODOLOGICAL RESOURCE TO FACILITATE THE TEACHING OF PHYSICS THROUGH THE RUPTURE BETWEEN SCIENTIFIC KNOWLEDGE AND COMMON KNOWLEDGE
author Damasceno Júnior, José Ademir
author_facet Damasceno Júnior, José Ademir
Cavalcante Romeu, Mairton
author_role author
author2 Cavalcante Romeu, Mairton
author2_role author
dc.contributor.author.fl_str_mv Damasceno Júnior, José Ademir
Cavalcante Romeu, Mairton
dc.subject.por.fl_str_mv Ensino De Física
Planetário
Recurso Metodológico
Conhecimento Científico
Conhecimento Comum
Physics Teaching
Planetary
Methodological Resource
Scientific Knowledge
Common Knowledge
topic Ensino De Física
Planetário
Recurso Metodológico
Conhecimento Científico
Conhecimento Comum
Physics Teaching
Planetary
Methodological Resource
Scientific Knowledge
Common Knowledge
description In Brazil the teaching of astronomy still presents many limitations. Many researches point to the initial mis-training of teachers and alternative conceptions easily verified in students as being one of the main difficulties encountered. These alternative conceptions present themselves as epistemological obstacles. Therefore, the question was raised: how can the Planetarium contribute to overcome epistemological obstacles in the teaching of Physics? This work, based on a bibliographical review, based on official national documents and results of previous researches described in magazines, articles, dissertations and theses, aimed to investigate about the Planetarium as a methodological resource to facilitate the teaching of Physics through between scientific knowledge and common knowledge. As a result, it is believed that the planetary allows a new look of the individual, to question his first observations, often naive, to improve the understanding of the spatial composition of the stars and how they relate through phenomena. The conclusions of this study reveal that the Planetarium can promote the overcoming of epistemological obstacles and, thus, facilitate the teaching of Physics, as long as the teacher realizes a theoretical and methodological approach to its use.
publishDate 2018
dc.date.none.fl_str_mv 2018-06-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Natural Sciences
Ciencias Naturales
Ciências Naturais
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/612
10.23926/RPD.2526-2149.2018.v3.n1.p231-248.id206
url https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/612
identifier_str_mv 10.23926/RPD.2526-2149.2018.v3.n1.p231-248.id206
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/612/600
dc.rights.driver.fl_str_mv Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Revista Prática Docente
publisher.none.fl_str_mv Revista Prática Docente
dc.source.none.fl_str_mv Revista Prática Docente (Journal Practice Teacher); Vol. 3 No. 1 (2018): Janeiro a Junho de 2018; 231-248
Revista Prática Docente (Revista Práctica Docente); Vol. 3 Núm. 1 (2018): Janeiro a Junho de 2018; 231-248
Revista Prática Docente; v. 3 n. 1 (2018): Janeiro a Junho de 2018; 231-248
2526-2149
reponame:Revista Prática Docente
instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron:IFMT
instname_str Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron_str IFMT
institution IFMT
reponame_str Revista Prática Docente
collection Revista Prática Docente
repository.name.fl_str_mv Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
repository.mail.fl_str_mv revistapraticadocente@cfs.ifmt.edu.br||
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